ATATÜRK'S PHILOSOPHY OF EDUCATION (In the light of what Atatürk said and wrote)

Erdal Toprakcı
1.870 987


Extended Abstract
Problem: The objective of this research is to unfold what Atatürk's philosophy of education is in the light of things he wrote and spoke(recorded).Such an effort may be significant in that it could be a step in constructing the educational philosophy in Turkey.
Method: “Grounded Theoryâ€? approach, which is one of the qualitative research designs, has been used in this study. In parallel to the grounded theory approach in the research, the sources that have recorded Atatürk's sayings and writings have been reviewed within the framework of the dimensions (parts) that an educational philosophy should necessarily have and a structure (system-model-theory-opinion) about what Ataürk's Philosophy of Education could be has been constructed. While the universe of the research is constituted by documents (book etc.) consisting of Atatürk's sayings and writings that might be an answer to the problem 'What is Atatürk's philosophy of education in the light of his sayings (recorded) and writings?', the sampling has been constituted through “theoretical samplingâ€? approach that is used in researches conducted via grounded theory strategy. 'Documental searching' technique has been used for gathering data. In order to construct categories and concepts to be searched, first of all within the context of the works that have become classics, common educational philosophies/trends and their essential components (dimensions) have been found out. These categories and concepts consist of questions that could be expressed as “Why, What, How, Where, How long, To whom and With whom shall we teach?' so as to understand an educational philosophy. These questions (category, concept, dimension) has been searched in Atatürk's sayings and writings as direct or indirect expressions. The answers that have been found out have been harmonized with other studies about education or Atatürk and we tried to contribute to the understanding of Atatürk's philosophy of education. The analyses have been made by using two techniques thanks to the computer program named 'NVIVO 9.0' used in data analysis in qualitative studies.
Findings: Here are the conclusions of the study: When the structure of an educational philosophy is thought about in its entirety, Atatürk's Philosophy of Education is 'Reconstructionism'. The dimensions (components) of this structure are 'Reconstructivist' in terms of the objective of education; 'Essential and Reconstructivist' in terms of content; 'Progressive' in terms of method; almost all the trends in terms of the place of education; 'Perennialist and Essentialist' in terms of the amount and time of education and 'Reconstructivist' because of its 'To Whom and with whom shall we teach? aspect.
Suggestions: Looking through the conclusions of this study , it could be suggested that the practitioners and theoreticians who want to realize Atatürk's aims to be at the level of Modern civilizations, to go beyond it, to spread peace at home and in the world and become an independent society and country and who want to go on in this direction should put the 'Reconstructionistâ€? educational philosophy into the center even if they tend to go to different synthesis of different educational philosophies in terms of qualitative and quantitative aspects.

Key Words: Atatürk, Education, Philosophy, Educational Philosophy, Educational Trends,

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